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GENERAL
SUMMARY
The Speech-Language Pathology (SLP) Clinical Coordinator is a core faculty position with teaching and service
responsibilities, in addition to clinical education administrative tasks associated with the campus SLP program. This role includes teaching
clinical courses. The SLP Clinical Coordinator is responsible for coordinating residencies and delivering the clinical education portion of
the SLP curriculum, in collaboration with the SLP Faculty. This position requires contact with students, outside constituents, professional
organizations, and faculty. Some travel may be required.
ESSENTIAL DUTIES AND
RESPONSIBILITIES
Clinical Education Program Planning and Implementation
- Plans,
coordinates, and participates in SLP residences - Coordinates and provides clinical supervision
- Directs student clinicians
in all domains of professional clinical practice; appropriately assesses student learning and performance - Maintains students
clinical clock hours in CALIPSO - Initiates and services community partnerships
- Identifies and secures clinical sites and/or
clinical partnerships/educators for residency experiences - Appropriately communicates to faculty and program directors on student
and curriculum information
Teaching: provides student-centered learning through best practice teaching activities
- Teaches 2 clinical courses per trimester
- Designs, coordinates, and implements clinical simulations during
residencies - Optimizes residency learning environment that is conducive to student learning by developing creative, challenging, and
evidence-based learning opportunities - Uses learning assessment information to improve teaching and curriculum; participates in
quality improvement initiatives to meet program and institutional goals - Provides current, organized, error free instructional
materials - Maintains all components of the learning environment including online course portal management
Service: supports shared governance and promoting one’s profession
- Serves on programmatic and university
committees as assigned - Actively participates in his/her professional association
- Serves as university liaison in community
and/or professional activities - Uses release time that enhances the program (e.g. – clinical practice, consultation, advanced
degree, research, service) as approved by the Program Director - Participates in university governance, curriculum planning, and
functions to support development and growth of the institution
Administration: supports efficient and consistent
practices across all programs
- Works collaboratively with members of the team
- Advises students on academic,
professional and/or personal issues while providing referrals when appropriate - Provides other administrative duties as
assigned - Completes annual self-evaluation of faculty performance and sets goals for the next year in collaboration with the Program
Director; is actively engaged in faculty development opportunities to meet performance goals
Professionalism: displays
the behaviors of a professional academician and follows expected discipline specific Code of Ethics
- Promotes
professionalism by modeling and encouraging such behaviors inside and outside the classroom setting - Supports and exemplifies the
University’s core values - Actively engages in interprofessional collaboration activities
- Upholds and enforces student and
faculty handbook policies and university policies/procedures
OTHER DUTIES AND
RESPONSIBILITIES
Other responsibilities as assigned by the Program Director, Assistant Program Director, and/or Director
of SLP Clinical Education
POSITION IN ORGANIZATION
Reports to: Academic Program Director
TECHNICAL, MANAGERIAL & PEOPLE SKILLS REQUIRED
To perform this job successfully an individual must be
able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability
required. Incumbents will be evaluated, in part, based on performance of each essential function. Reasonable accommodations may be made to
enable individuals with disabilities to perform essential functions.
EDUCATION and/or EXPERIENCE
- Master’s degree or
doctorate with demonstrated clinical expertise - Two years of experience as a university Clinical Supervisor or Site Supervisor for
speech-language pathology students strongly preferred - A minimum of 1 year of teaching experience at the college/university level
preferred - Experience with online teaching/learning desired
- A minimum of 2 years of clinical experience in the area of
course content required - Experience in scholarly activity preferred
LICENSURE and/or CERTIFICATION
Faculty Members must be appropriately credentialed, possess an earned degree from an accredited institution or recognized
by a country’s ministry of education in the discipline being taught, and be licensed or license-eligible in order to teach in specific
programs.
- American Speech-Language Hearing Association (ASHA) Certificate of Clinical Competence (CCC)
- State SLP
license
TRAVEL
Some travel will be requested.
BUSINESS
COMPETENCIES
To perform the job successfully, an individual should demonstrate the following
competencies:
- Committed to Mission and Values – Has a clear understanding of institution’s mission
and values. Has a passion for facilitating learning and for enabling students to navigate their own learning journey - Contribute Knowledge to the Discipline – Compelled by the opportunity to contribute through research, scholarship,
professional practice, or creativity - Accountable –Takes personal responsibility for own goals and outcomes to
ensure student success. Establishes clear expectations, follows through on commitments to students and holds them accountable for
assignments and performance - Collaborative – Works cooperatively with others across the institution and beyond,
including the community and through partnerships. Represents own interests while being inclusive and fair to others - Communicates Effectively – Adapts oral and written communication approach and style to the audience and based on the
message. Also listens attentively to others - Drives Engagement – Makes students feel welcome, understood and
valued. Creates a learning environment that is compelling, challenging and productive - Academic Discipline Expertise –
Has sufficient credentials, industry expertise and/or experience in the discipline to teach according to the standards and
qualifications required - Education Design – Designs learning experiences closely linked to learning outcomes
including lesson planning, design of project, work integrated, group learning experiences, or interactive learning objects. Has depth of
expertise in pedagogy, andragogy and overall learning effectiveness - Teaching Delivery/Learning Facilitation Skills –
Manages small, large, blended, hybrid and/or online classrooms, monitoring and ensuring participation, managing one’s own and
student’s time and attention effectively
WORK ENVIRONMENT
Work is performed primarily in a standard
office environment but may involve exposure to moderate noise levels. Work involves operation of personal computer equipment for six to
eight hours daily and includes physical demands associated with a traditional office setting, e.g., walking, standing, communicating, and
other physical functions as necessary.